Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 5 no. 7 (2024)

Understanding Mathematically Talented Male Learners’ Perception of Teaching Mathematics as a Profession: A Path Analysis

Kim Jann A. Calibara | Alona M. Belarga

Discipline: education and teaching

 

Abstract:

This descriptive-correlational research aimed to examine the predictive and mediational role of parental support, classroom environment, value, attitude, and anxiety in the perception towards teaching mathematics as a profession of mathematically talented male senior high school learners. One hundred eighteen learners from purposively selected public and private schools in Iloilo City and in the districts of the province of Iloilo participated in the study. Six adapted instruments were used to gather data, which underwent content validation and reliability testing. Means, frequency, standard deviations, Pearson’s product-moment correlations, Multiple Linear Regression and Path Analysis, were the statistical tools used. Results revealed that mathematically talented male learners have moderate parental support, a positive classroom environment, a very useful value of mathematics, a strongly positive attitude, low anxiety, and a moderately high perception towards teaching mathematics. When classified according to parental support, learners who received moderate and high parental support outscored learners with low parental support in their attitude towards mathematics and perception towards teaching mathematics. Also, learners in the positive group outperformed learners in the slightly positive group in their attitude towards mathematics when classified according to the classroom environment. Parental support, value, and attitude can directly predict the perception towards teaching mathematics, but not classroom environment and anxiety. Moreover, parental support, value and attitude were partially mediated while classroom environment was completely mediated on the influence the perception towards teaching Mathematics by the other constructs included in the model. Furthermore, the classroom environment influences the perception towards teaching mathematics. Parental support has the highest contribution in predicting the perception towards teaching mathematics. In conclusion, these findings indicated that parental support has the biggest attribution in predicting mathematically talented male learners’ perceptions towards teaching mathematics.



References:

  1. Abouchaar, A. & Desforges, C. (2003). The impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review. Department for Education and Skills. https://www.researchgate.net/publication/237274807_The_Impact_of_Parental_Involvement_Parental_Support_and_Family_Education_on_Pupil_Achievements_and_Adjustment_A_Literature_Review
  2. Adnan, M., Maat, S. M., & Zakaria, E. (2012). Relationship between mathematics beliefs, conceptual knowledge and mathematical experience among pre-service teachers. Procedia – Social and Behavioral Sciences, 46, 1714-1719. http://dx.doi.org/10.1016/j.sbspro.2012.05.366
  3. Alexander, L., & Martray, C. (1989). The Development of an Abbreviated Version of the Mathematics Anxiety Rating Scale. Measurement and Evaluation in Counseling and Development, 22(3), 143-50.  https://doi.org/10.1080/07481756.1989.12022923
  4. Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173
  5. Bayat, S., Kargar, M., & Tarmizi, R. E. (2010). Relationship between Mathematical Thinking, Mathematics Anxiety and Mathematics Attitudes among University Students. Procedia – Social and Behavioral Sciences, 8, 537-542. http://dx.doi.org/10.1016/j.sbspro.2010.12.074
  6. Belbase, S. (2010). Images, Anxieties and Attitudes Toward Mathematics. https://www.researchgate.net/publication/352169775_Images_anxieties_and_attitudes_toward_mathematics
  7. Cai, J., Moyer, J. C. & Wang, N. (1996). The development of an instrument for assessing parental involvement in students' learning of mathematics. Psychology of Mathematics Education, 1, 115-120. http://dx.doi.org/10.1007/BF03217372
  8. Cai, J., Moyer, J. & Wang, N. (1999). Parental Roles in Students' Learning of Mathematics: An Exploratory Study. Research in Middle Level Education Quarterly. http://dx.doi.org/10.1007/BF03217372
  9. Chudgar, A. & Sankar, V. (2008). The relationship between teacher gender and student achievement: evidence from five Indians states. https://eric.ed.gov/?id=EJ813799
  10. Daane, C. J., Giesen, J. & Swars, S. L. (2010). Mathematics Anxiety and Mathematics Teacher Efficacy: What is the Relationship in Elementary Preservice Teachers? School Science and Mathematics, 106(7), 306-315. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1949-8594.2006.tb17921.x
  11. Devi, B., Lepcha, N. & Basnet, S. (2023). Application of Correlational Research Design in Nursing and Medical Research. Xi'an Shiyou Daxue Xuebao (Ziran Kexue Ban)/Journal of Xi'an Shiyou University. 65, 60-69. http://dx.doi.org/10.17605/OSF.IO/YRZ68
  12. Dicdiquin, J. B., Mobo, F. D., & Cutillas, A. L. (2023). Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathematics Instruction in the K to 12 Curriculum in the Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 4(4), 1143-1153. https://doi.org/10.11594/ijmaber.04.04.12
  13. Dunham, A. E., Niewiarowski, P. H., Petraitis, P. S. (1996). Inferring multiple causality: the limitations of path analysis. Functional Ecology 10, 421-431.
  14. Esterberg, K. G. (2002). Qualitative methods in social research.
  15. Fennema, E. & Sherman, J. (1976). Fennema-Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes toward the Learning of Mathematics by Females and Males. Journal for Research in Mathematics, 7(5), 324-326. http://dx.doi.org/10.19126/suje.533645
  16. Fennema, E. (1989). The study of affect and mathematics: A proposed generic model for research. New York: Springer-Verlag. http://dx.doi.org/10.1007/s10649-006-9028-2
  17. Garson, D. (2008). Path Analysis.
  18. Gay, L. R. & Airasian, P. (2000). Educational research, competencies for analysis and application. (6th ed.).
  19. Hafızoglu A. & Yerdelen, S. (2019). The Role of Students’ Motivation in the Relationship between Perceived Learning Environment and Achievement in Science: A Mediation Analysis. Science Education International. 30(4). 251-260. https://www.icaseonline.net/journal/index.php/sei/article/view/153
  20. Hayes, A. & Preacher, K. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40 (3), 879-891. http://dx.doi.org/10.3758/BRM.40.3.879
  21. Jenatabadi, Hashem Salarzadeh. (2015). An Overview of Path Analysis: Mediation Analysis Concept in Structural Equation Modeling. https://www.researchgate.net/publication/275037561_An_Overview_of_Path_Analysis_Mediation_Analysis_Concept_in_Structural_Equation_Modeling
  22. Jeynes, W. H. (2007). The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42(1), 82–110. http://dx.doi.org/10.1177/0042085906293818
  23. Juguilon, I. D. (2023). Impact of Family Support System in the Academic Performance of Grade 3
  24. Pupils at a Public Elementary School in Rizal, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 4(1), 174-187. https://doi.org/10.11594/ijmaber.04.01.16
  25. Kadane, L. (2016). The importance of male teachers. Today’s Parent. https://www.todaysparent.com/kids/the-importance-of-male-teachers/
  26. Khine, M. S. & Afari, E. (2014). Psychometric properties of an inventory to determine the factor that affect students’ attitudes towards mathematics. Psychology, Society and Education, 6(1) 1-15. https://www.researchgate.net/publication/264422436_Psychometric_properties_of_an_inventory_to_determine_the_factors_that_affect_students'_attitudes_toward_mathematics
  27. Klinger, C. M. (n. d.) Challenging negative attitudes, low self-efficacy beliefs, and math anxiety in pre-tertiary adult learners. https://www.google.com/url?sa=t&source=web&rct=j&url=http://www.alm-online.net/images/ALM/proceedings/alm12/24klingerchallengingnegativeattitudes.pdf&ved=2ahUKEwj4zZW495PeAhXQV30KHf9mCbgQFjAAegQIARAB&usg=AOvVaw0wAKaGVD2meaVs8TctDb6l
  28. Lumabit, A. M. C., & Sagge, Jr., R. G. (2023). An Inquiry-Based Learning Module for General Mathematics: Its’ Development and Evaluation. International Journal of Multidisciplinary: Applied Business and Education Research, 4(8), 2749-2756. https://doi.org/10.11594/ijmaber.04.08.08
  29. Lumabit, R. A., & Fernandez, S. F. (2024). Status of Implementation of Face-to-Face Classes: Basis for Schools’ Contextualized Policy Formulation in the New Normal. International Journal of Multidisciplinary: Applied Business and Education Research, 5(2), 398-410. https://doi.org/10.11594/ijmaber.05.02.03
  30. MacKinnon, D. P., & Dwyer, J. H. (1993). Estimating mediated effects in prevention studies. Evaluation
  31. Review, 17, 144-158. http://dx.doi.org/10.1177/0193841X9301700202
  32. Mathiyazhagan, T. & Nandan, D. (2010). Survey research method. Survey Research Journal, 34-83. https://www.researchgate.net/publication/286445115_Understanding_and_Evaluating_Survey_Research
  33. McGhee, D., Lowell, N. & Lemire, S. (2007). The classroom learning environment (CLE) questionnaire: Preliminary development. Office of Educational Assessment Report, 6(7). https://psychologyroots.com/classroom-learning-environment-questionnaire/#google_vignette
  34. Melancon, J. G., Thompson, B., & Becnel, S. (1994). Measurement integrity of scores from the Fenemma-Sherman Mathematics Attitudes Scales: The attitudes of public school teachers. Educational and Psychological Measurement, 54(1), 187-192. https://doi.org/10.1177/0013164494054001024
  35. Mueller, R. O. (1996). Basic principles of structural equation modeling. An introduction to LISREL and EQS.
  36. Naungayan, R. R. (2022). Attitude Towards Mathematics and Mathematics Achievement of Secondary School Learners In Banayoyo-Lidlidda District. Puissant, 3, 395-407. http://dx.doi.org/10.13140/RG.2.2.27714.45763
  37. Norris, E. (2012). Solving the maths problem: international perspectives on mathematics education.
  38. Nunnally, J. C. (1978). Psychometric theory (2nd ed.).
  39. Okon, C. & Archibong, U. (2015). Male teachers’ perception of the teaching profession and their relationship with students in public secondary schools in Uyo, Akwa Ibom State, Nigeria. Asian Journal of Management Sciences & Education, 4 (2). http://dx.doi.org/10.5539/ies.v6n2p197
  40. O’Neal, M. R., Ernest, P. S., McLean, J. E, & Templeton, S. M. (1988). Factorial validity of the Fennema-Sherman Attitude Scales. https://www.researchgate.net/publication/275892812_Factorial_Validity_of_the_Fennema-Sherman_Mathematics_Attitude_Scales
  41. Osborne, J. & Waters, E. (2002). Four assumptions of multiple regression that researchers should always test. Practical Assessment, Research and Evaluation, 8(2). https://www.researchgate.net/publication/234616195_Four_Assumptions_of_Multiple_Regression_That_Researchers_Should_Always_Test
  42. Panes, A. B., & Falle, T. A. (2021). Level of Teaching Practices in Mathematics in Relation to Indigenous Students’ Academic Performance in Selected Schools in Zambales SY 2019-2020. International Journal of Multidisciplinary: Applied Business and Education
  43. Research, 2(11), 1021-1032. https://doi.org/10.11594/10.11594/ijmaber.02.11.04
  44. Philippine Daily Inquirer. (2016). DepEd seeking to hire more science, math teachers. https://newsinfo.inquirer.net/816095/deped-seeking-to-hire-more-science-math-teachers
  45. Richardson, F., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric Data.
  46. Journal of Counseling Psychology, 19(6), 138-149. http://dx.doi.org/10.1037/h0033456
  47. Schenkel, B. (2009). The Impact of an Attitude Toward Mathematics on Mathematics Performance. (Electronic Thesis or Dissertation). https://etd.ohiolink.edu/
  48. Sagge, R.J., & Bacio, S.J. (2023). Improving students' achievement, habits of mind, and problem-solving skills through computer-generated instructional materials (CGIM). International Journal of Innovation Scien-tific Research and Review, 5(1) 3825-3831. http://www.journali-jisr.com/sites/default/files/issues-pdf/IJISRR-1107.pdf
  49. Sikula, J. (1996). The Role of Attitudes and Beliefs in Learning to Teach. Handbook of research on teacher education (2nd ed.).
  50. Tapia, M. & Marsh, G. E. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly, 8(2), 16-21.
  51. Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202-209. http://psycnet.apa.org/buy/1998-02710-002
  52. Wikoff, R. & Buchalter, B. (2006). Factor Analysis of four Fennema‐Sherman Mathematics Attitude Scales. International Journal of Mathematical Education in Science and Technology. 17(6), 703-706. https://doi.org/10.1080/0020739860170605
  53. Williams, M., Grajales, C. A. & Kurkiewicz D. (2013). Assumptions of Multiple Regression; Correcting Two Misconceptions. Practical Assessment. 18(11), 1 – 14. https://www.ingentaconnect.com/content/doaj/15317714/2013/00000018/00000011/art00001
  54. Wuensch, K. L. (2012). An introduction to path analysis. http://core.ecu.edu/psyc/wuenschk/MV/SEM/Path.pdf
  55. Yang, X. (2013). Perceptions of mathematics classroom learning environments in China. The Mathematics Educator. 15 (1), 66-80.
  56. Yilmaz Bodur, Z. & Aktan, S. (2021). A Research on the Relationship Between Parental Attitudes, Students’ Academic Motivation and Personal Responsibility. International Journal on Social and Education Sciences (IJonSES), 3(4), 636-655. https://doi.org/10.46328/ijonses.187.
  57. Zan, R. & Martino, P. (2008). Attitude toward mathematics: Overcoming the positive/negative dichotomy. The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education, 197–214. https://www.researchgate.net/publication/228759042_Attitude_toward_mathematics_Overcoming_the_positiveneg

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic